Made available in DSpace on 2014-12-17T14:36:02Z (GMT). No. of bitstreams: 1 JoseniltonNV.pdf: 1574536 bytes, checksum: d076c9c185aa15ca57538c75aaf5ef92 (MD5) Previous issue date: 2009-03-23 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This work examines the connection Syndicate/teachers profession trying to unveil the important role taken over by the Syndical movement in the process of professionalization of the militant teachers. For that, it describes and analyses the historical course of three Syndicates representatives of the teachers category Associa??o dos Professores Licenciados da Bahia APLB; Sindicato dos Trabalhadores em Educa??o de Pernambuco SINTEPE; Sindicato dos Servidores Municipais de Petrolina SINDSEMP acting in the micro-region of the San Francisco Valley, especially, in the municipalities of Juazeiro Bahia , and of Petrolina Pernambuco. It concentrates its interests on the contribution of the Syndicates for the professional development of these teachers in this region analysing the aspects related to emerging conflicts into the Syndical organization, to the attitude of these entities before the educational reality to their reinvindicative struggles to the formative dimension of the group actions. This study tries to answer the following questions: How has this syndical movement of teachers of state school of S. Francisco Valley been characterized? How do their actions reflect in the formation and professionalization of the teachers? Do teachers recognize the syndicate as a constructive space for the teaching profession? The methodological trajectory was directed through a qualitative approach of an etnomethodological character, using instruments for the understanding of this reality, The treatment of the data was based on the interpretative analysis of the speeches present in documents and through answers of the interviwees, having as a reference in this analysis the theoretical studies about syndicalism and the teacher professionalization. For a conceptual construction of this work it was studied these two categories from their genesis, from the social historical evolution of their concepts and the up to date discussions that give explanations about the teachers syndical movement and about the process of teachers professionalization. As thesis of this study it was defended the idea of that the teachers syndicates have contributed expressively in the process of the construction of the teacher profession of the militant teachers of this in the micro-region of the S. Francisco Valley. Once the teachers participate actively in this movement promoted by the syndical entities, the teachers develop the critical sense of the educational realty; improve their formation and reinvindicate from the State this condition as a Right; fight for better conditions in the work; reinvindicate the salary valuation and, try to construct an image of teacher basing on a professional model. The contribution of the Syndicate in the process of teachers profissionalization, is more evident in its external dimension that chacterizes the profissionalism, on the related aspects: to the forms of participation in the definition and the management of the educational politics; to the political struggles for the achievements of the professional status, to the recognition and of his eventual valuation. The syndical actions have repercussions with less intensity in the inside dimension that defines the profissionality, in the related aspects: to the administratation of the pedagogical processes in schools and in the classroom; to the acquisition of branches of knowledges; to the epistemological criticism of the acquirements mobilized in the teaching; the curricular question to the mediation that make possible the learning at school and in the classroom / Esta tese examina a rela??o sindicato/profiss?o docente procurando desvelar o importante papel assumido pelo movimento sindical no processo de profissionaliza??o dos professores militantes. Para tanto, descreve e analisa as trajet?rias hist?ricas de tr?s sindicatos representantes da categoria docente Associa??o dos Professores Licenciados da Bahia APLB/Sindicato; Sindicato dos Trabalhadores em Educa??o de Pernambuco SINTEPE; Sindicato dos Servidores Municipais de Petrolina SINDSEMP - com atua??o na microregi?o do Vale do S?o Francisco, especificamente, nos munic?pios de Juazeiro Bahia, e de Petrolina Pernambuco. Concentra seu interesse nas contribui??es dos sindicatos para o desenvolvimento profissional docente nessa micro-regi?o analisando os aspectos relacionados aos conflitos emergentes na organiza??o sindical, ao posicionamento dessas entidades diante da realidade educacional, ?s suas lutas reivindicativas, ? dimens?o formativa das a??es coletivas. O estudo procura responder as seguintes quest?es: como tem se caracterizado o movimento sindical dos professores da rede p?blica no Vale do S?o Francisco? De que modo suas a??es repercutem na forma??o e profissionaliza??o dos professores? Os professores reconhecem o sindicato como um espa?o de constru??o da profiss?o docente? O percurso metodol?gico orientou-se por uma abordagem qualitativa de car?ter etnometodol?gico, utilizando como instrumentos para apreens?o dessa realidade, as fontes documentais e as entrevistas com vinte e quatro professores militantes. O tratamento dos dados baseou-se na an?lise interpretativa dos discursos presentes em documentos e nas respostas dos entrevistados, tendo como referencial nessa an?lise os estudos te?ricos sobre o sindicalismo e a profissionaliza??o docente. Para uma constru??o do marco conceitual desse trabalho estudou-se essas duas categorias a partir de suas g?neses, da evolu??o s?cio-hist?rica de seus conceitos e das discuss?es contempor?neas que produzem explica??es sobre o movimento sindical docente e sobre o processo de profissionaliza??o dos professores. Como tese desse estudo defende-se a id?ia de que os sindicatos docentes t?m contribu?do significativamente no processo de constru??o da profiss?o docente dos professores militantes desse movimento na microrregi?o do Vale do S?o Francisco. Uma vez que ao participar ativamente nas a??es coletivas promovidas pelas entidades sindicais, os professores desenvolvem seu senso cr?tico da realidade educacional; aperfei?oam sua forma??o e reivindicam do Estado essa condi??o como um direito; lutam por condi??es dignas de trabalho; reivindicam a valoriza??o salarial e, tentam construir uma imagem de professor baseando-se no modelo profissional. A contribui??o do sindicato, no processo de profissionaliza??o dos professores, ? mais evidente na sua dimens?o externa que caracteriza o profissionalismo, nos aspectos relacionados: ?s formas de participa??o na defini??o e na gest?o da pol?tica educacional; ?s lutas pol?ticas pelas conquistas do status profissional, do reconhecimento social e da sua conseq?ente valoriza??o. As a??es sindicais repercutem com menor intensidade na dimens?o interna que define a profissionalidade, nos aspectos relacionados: ? gest?o dos processos pedag?gicos na escola e na sala de aula; ? aquisi??o dos saberes disciplinares; ? cr?tica epistemol?gica dos conhecimentos mobilizados no ensino; ?s quest?es curriculares; e ?s media??es que possibilitam a aprendizagem na escola e na sala de aula

The aim of the work is to find out differences and consistent solutions in the field of professional development in the Czech and Slovak career system. Basic method used in the thesis is content analysis and comparative research of the Slovak law with the proposal of the Czech law and their relevant norms. In the first two chapters, which are theoretical part, basic terms are defined: teacher and their professional development, career system and its parts. Results of the comparative research of both laws and other relevant documents are presented in the third chapter. The subchapter 3.7 includes findings from the comparative research summed up in the answers on research questions. The results of the findings prove that career systems of both countries coincide in many areas, which might be caused by common historical background. The most important coincidences include - application of "multi-level career structure", seeing professional development as a way to reach competences, and performing attestation as a way of proving competences for the higher career level. Main differences were found in the focus groups of pedagogical staff, which can perform attestation, in the options to gain functional education and in the obligation of specialist teachers to undergo the training for specialists before...

Made available in DSpace on 2014-12-17T14:36:09Z (GMT). No. of bitstreams: 1 Josenilton_TESE.pdf: 1414854 bytes, checksum: e9ab36996ecdbe1652a874e4328c62e9 (MD5) Previous issue date: 2009-09-17 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This work examines the connection Syndicate/teachers profession trying to unveil the important role taken over by the Syndical movement in the process of professionalization of the militant teachers. For that, it describes and analyses the historical course of three Syndicates representatives of the teachers category Associa??o dos Professores Licenciados da Bahia APLB; Sindicato dos Trabalhadores em Educa??o de Pernambuco SINTEPE; Sindicato dos Servidores Municipais de Petrolina SINDSEMP acting in the micro-region of the San Francisco Valley, especially, in the municipalities of Juazeiro Bahia , and of Petrolina Pernambuco. It concentrates its interests on the contribution of the Syndicates for the professional development of these teachers in this region analysing the aspects related to emerging conflicts into the Syndical organization, to the attitude of these entities before the educational reality to their reinvindicative struggles to the formative dimension of the group actions. This study tries to answer the following questions: How has this syndical movement of teachers of state school of S. Francisco Valley been characterized? How do their actions reflect in the formation and professionalization of the teachers? Do teachers recognize the syndicate as a constructive space for the teaching profession? The methodological trajectory was directed through a qualitative approach of an etnomethodological character, using instruments for the understanding of this reality, The treatment of the data was based on the interpretative analysis of the speeches present in documents and through answers of the interviwees, having as a reference in this analysis the theoretical studies about syndicalism and the teacher professionalization. For a conceptual construction of this work it was studied these two categories from their genesis, from the social historical evolution of their concepts and the up to date discussions that give explanations about the teachers syndical movement and about the process of teachers professionalization. As thesis of this study it was defended the idea of that the teachers syndicates have contributed expressively in the process of the construction of the teacher profession of the militant teachers of this in the micro-region of the S. Francisco Valley. Once the teachers participate actively in this movement promoted by the syndical entities, the teachers develop the critical sense of the educational realty; improve their formation and reinvindicate from the State this condition as a Right; fight for better conditions in the work; reinvindicate the salary valuation and, try to construct an image of teacher basing on a professional model. The contribution of the Syndicate in the process of teachers profissionalization, is more evident in its external dimension that chacterizes the profissionalism, on the related aspects: to the forms of participation in the definition and the management of the educational politics; to the political struggles for the achievements of the professional status, to the recognition and of his eventual valuation. The syndical actions have repercussions with less intensity in the inside dimension that defines the profissionality, in the related aspects: to the administratation of the pedagogical processes in schools and in the classroom; to the acquisition of branches of knowledges; to the epistemological criticism of the acquirements mobilized in the teaching; the curricular question to the mediation that make possible the learning at school and in the classroom / Esta tese examina a rela??o sindicato/profiss?o docente procurando desvelar o importante papel assumido pelo movimento sindical no processo de profissionaliza??o dos professores militantes. Para tanto, descreve e analisa as trajet?rias hist?ricas de tr?s sindicatos representantes da categoria docente Associa??o dos Professores Licenciados da Bahia APLB/Sindicato; Sindicato dos Trabalhadores em Educa??o de Pernambuco SINTEPE; Sindicato dos Servidores Municipais de Petrolina SINDSEMP - com atua??o na micro-regi?o do Vale do S?o Francisco, especificamente, nos munic?pios de Juazeiro Bahia, e de Petrolina Pernambuco. Concentra seu interesse nas contribui??es dos sindicatos para o desenvolvimento profissional docente nessa micro-regi?o analisando os aspectos relacionados aos conflitos emergentes na organiza??o sindical, ao posicionamento dessas entidades diante da realidade educacional, ?s suas lutas reivindicativas, ? dimens?o formativa das a??es coletivas. O estudo procura responder as seguintes quest?es: como tem se caracterizado o movimento sindical dos professores da rede p?blica no Vale do S?o Francisco? De que modo suas a??es repercutem na forma??o e profissionaliza??o dos professores? Os professores reconhecem o sindicato como um espa?o de constru??o da profiss?o docente? O percurso metodol?gico orientou-se por uma abordagem qualitativa de car?ter etnometodol?gico, utilizando como instrumentos para apreens?o dessa realidade, as fontes documentais e as entrevistas com vinte e quatro professores militantes. O tratamento dos dados baseou-se na an?lise interpretativa dos discursos presentes em documentos e nas respostas dos entrevistados, tendo como referencial nessa an?lise os estudos te?ricos sobre o sindicalismo e a profissionaliza??o docente. Para uma constru??o do marco conceitual desse trabalho estudou-se essas duas categorias a partir de suas g?neses, da evolu??o s?cio-hist?rica de seus conceitos e das discuss?es contempor?neas que produzem explica??es sobre o movimento sindical docente e sobre o processo de profissionaliza??o dos professores. Como tese desse estudo defende-se a id?ia de que os sindicatos docentes t?m contribu?do significativamente no processo de constru??o da profiss?o docente dos professores militantes desse movimento na microrregi?o do Vale do S?o Francisco. Uma vez que ao participar ativamente nas a??es coletivas promovidas pelas entidades sindicais, os professores desenvolvem seu senso cr?tico da realidade educacional; aperfei?oam sua forma??o e reivindicam do Estado essa condi??o como um direito; lutam por condi??es dignas de trabalho; reivindicam a valoriza??o salarial e, tentam construir uma imagem de professor baseando-se no modelo profissional. A contribui??o do sindicato, no processo de profissionaliza??o dos professores, ? mais evidente na sua dimens?o externa que caracteriza o profissionalismo, nos aspectos relacionados: ?s formas de participa??o na defini??o e na gest?o da pol?tica educacional; ?s lutas pol?ticas pelas conquistas do status profissional, do reconhecimento social e da sua conseq?ente valoriza??o. As a??es sindicais repercutem com menor intensidade na dimens?o interna que define a profissionalidade, nos aspectos relacionados: ? gest?o dos processos pedag?gicos na escola e na sala de aula; ? aquisi??o dos saberes disciplinares; ? cr?tica epistemol?gica dos conhecimentos mobilizados no ensino; ?s quest?es curriculares; e ?s media??es que possibilitam a aprendizagem na escola e na sala de aula

This diploma thesis deals with the issue of the teaching profession in the period of totalitarianism on a particular territory of the Czech Republic. It deals with the period of 1948-1989 from the point of view of teachers and the school system. The theoretical part will give insight into the school structure, legislation, management and the position of primary school teachers in the given period, in the context of Sedlčany. The research part is based on the testimonies of teachers-witnesses of the time. Data acquisition methods are based on characteristic oral history tools. KEYWORDS Teacher profession, teacher, primary Education, totalitarian regime, Education system, Sedlcany, unified Education.

The thesis "Beginning teacher from the point of view of dealing with professional qualities" reacts to the actual theme of seeking professional competencies of teachers and of suitable evaluation methods. It focuses on the work of beginning teachers and their professional quality and on further incentives for their professional growth. At the same time identifies what helps novice teachers during the first years of teaching activities. In the theoretical part knowledge and opinions of specialists are summarized and organized into three chapters. The experts were selected according to themes: teacher quality, professional competence, teaching profession, training of teachers and their support in practice. The practical part presents qualitative research which through the research methods (questionnaire, interview, data analysis, case study) describes the reality of beginning teachers work in primary school. The research try to answer the question: How teachers in the early years of practice manage its activities to evaluate their professional quality, what are dealing with and what helps them to be a good teacher. The most challenging task for beginning teachers is the timing of educational activities and managing with everyday practical and administrative activities. They are sure in the areas of...

Title of the thesis: Problems of the teaching profession: teacher in France and in the Czech Republic Keywords: Teacher, teaching profession, status of the teacher, education system of the Czech Republic, education system of France Abstract: The dissertation occupies by the problems of the teaching profession. Despite big psychological and physical difficulty the profession is underestimated, prestige and salaries of teachers are low. One of the goals of the thesis is to show that the teaching profession isn't that easy as the public believes and to present its principal problems. The dissertation touches themes like prestige and authority of the teacher, teachers' health and stress at school or trainee teachers' problems. Theme of the teaching profession generally is completed by actual numbers and data reflecting status of the teacher and education system in the Czech Republic, in France and in other European countries. So another goal of the thesis is to compare these numbers and to find advantages and disadvantages of systems which influence status of the teacher and to outline possible ways to their improvement. We occupy for example by the present problems of European systems, financing of education, teachers' salaries or status of the teacher in the Czech Republic and in France. The...

The thesis titled Multileveled school's teachers specific qualities and professional preparation focuses on finding specific qualities of multileveled schools, qualities of their teachers in the area of professional competence and quality of institutions for training future teachers. The theoretical background is applied to the research section. Depth group interview, observation and analysis of written sources reveals the essence of teachers' work at multileveled school with all its specifics. Summarize the results and try to find the relations between the observed and the specifics of their qualities. Can not say unequivocally that the multileveled schools'specifics and specific teachers skills are quality guarantee. The teacher always depends his knowledge, skills, values, attitudes and personality traits and the initial training and continuing professional development, as consider the quality of their work and how to proceed further development. Even though specific teacher's job may be a part of a potential professional qualities that teachers want to develop.

Made available in DSpace on 2016-04-27T16:33:00Z (GMT). No. of bitstreams: 1 Adriana Patricio Delgado.pdf: 6956190 bytes, checksum: 3bd8d9df657b78fca680aaf7cd7ca1b6 (MD5) Previous issue date: 2015-02-19 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The present work aims to study the views about the teacher profession expressed by senior students of the Pedagogy Major from a private Higher Education Institution, located in the city of São Paulo. We aimed to design a profile of those senior students of the Pedagogy major from the mentioned institution, as well as investigate which identity(ies) those students, throughout the stage of initial formation, build and which conception(s) they attribute to the teacher profession. In order to develop the investigation, we used methodological procedures of qualitative research (by means of interviews and dialogued exercise of analysis, with varied groups of students, documents and situations of the profession); and of quantitative research (by means of questionnaires), having as subjects 90 senior students of the Pedagogy major that answered the questionnaire and 10 of those who were interviewed. Besides the field research, we also used, as an investigative resource, the analysis of legal and institutional documents of the formative structure of the Pedagogy major. This study was guided by the main hypothesis that the students enroll in the major with a romanticized and naturalized conception of the teacher profession, that has come from the process of primary and secondary socialization, and that conception would be kept almost unaltered during the initial formation, reflecting on fragile and non-critical practices and expressions, permeated by common sense knowledge and by acquired technical-scientific knowledge. Authors such as Berger and Luckmann (socialization process), Claude Dubar (professional identity), Maurice Tardif (teacher knowledges), Pérez Gómez (school culture and teacher culture) and Carlos Marcelo Garcia (teacher professional development) contribute to the theoretical support for the research development. The results confirm the investigated hypothesis / A presente pesquisa tem como objeto de estudo as visões expressas acerca da profissão docente por alunos concluintes do curso de Pedagogia de uma instituição de Ensino Superior privada, localizada no município de São Paulo. Busca traçar o perfil desses alunos, bem como investigar qual/quais identidade/s esses alunos, ao longo da etapa da formação inicial, constroem e qual/quais concepção/ões atribuem à profissão docente. Para o desenvolvimento do trabalho, recorreu-se a procedimentos metodológicos da pesquisa qualitativa (por meio de entrevistas e exercício dialogado de análise, com grupos variados de alunos, de documentos e situações da profissão) e da pesquisa quantitativa (via questionários), tendo como sujeitos dessa pesquisa, um grupo de 90 alunos concluintes do curso de Pedagogia que responderam ao questionário e destes, dez foram entrevistados. Além da pesquisa de campo, recorreu-se também, como recurso investigativo, a análise de documentos institucionais e legais norteadores da estrutura formativa do curso de Pedagogia. Orienta este estudo, a hipótese principal de que os alunos ingressam no curso com uma concepção romantizada e naturalizada da profissão docente, oriunda do processo de socialização primária e secundária, que pouco se altera ao longo da formação inicial, refletidas em práticas e expressões acríticas, ainda muito voltadas a saberes de senso comum, e fragilizada no que se refere aos conhecimentos técnico-científicos adquiridos. Autores como Berger e Luckmann (processo de socialização), Claude Dubar (identidade profissional), Maurice Tardif (saberes da docência), Pérez Gómez (cultura escolar e cultura docente) e Carlos Marcelo Garcia (desenvolvimento profissional docente), por meio de seus estudos, fornecem os aportes teóricos fundantes para o desenvolvimento da pesquisa. Os resultados obtidos confirmam a hipótese investigada

Min tanke bakom undersökningen är att betygsättning och olika former av bedömningssätt är frågor lärare måste ta ställning till i utövandet av sin yrkesroll, från ett makt- och elevperspektiv. Som lärare har man makten att öppna respektive stänga dörrar för elever, då betyg blir avgörande för elevernas vidare utbildning. Mina frågeställningar är: Vad berättar medieelever om sina upplevelser av att bli betygsatta i media- estetiska ämnen? Hur beskriver medieelever att betygsättning inverkar på deras självbild? Mina informanter går i årskurs 3 på en medieinriktning, på ett estetiskt gymnasieprogram. Med dem gör jag intervjuer där de reflekterar kring att få betyg i media-estetiska ämnen. Denna uppsats använder sig av etnografiska metoder grundat på intervjuer och diskurs som analysverktyg och teori. Min strävan är att förstå hur betygssättning inverkar på mina informanters liv och hur den tillslut fungerar i en större samhällskontext. Studien visade att lärarna har en inflytelserik roll när det kommer till hur eleverna känner sig efter bedömningssituationen. Resultatet i undersökningen visar att det är svårt att definiera vad "rättvisa bedömningar" verkligen innebär och att det är individuellt hur eleven uppfattar kommunikationen med läraren. Man kan se att kommunikationen mellan lärare och elev är grundkärnan i hur bedömningen framförs och tas emot. Det krävs yrkeskompetenta lärare som är tydliga med kunskapskraven och att samtal med elever förs på ett konstruktivt vis. Sammanfattningsvis så behövs forskning inom detta område och resurser på ett politiskt plan. Min gestaltning är en förlängning av min etnografiska undersökning. Där samtalar elever som går olika estetinriktningar - musik, media, florist, musikal och teater, med varandra om vad de tycker om att bli betygsatta i ett estetiskt ämne och vad de tycker generellt om betyg. Detta resulterade i porträttfotografier som sedan ställdes ut på Vårutställningen på Konstfack 2014. / My thought behind the investigation is that grading and different forms of grading are questions that teachers have to deal with in their profession, from a power and pupil perspective. As a teacher you have the power to open respectively close doors for pupils, and then grades becomes decisive for the pupils further education. My issues are: What do media pupils tell about their experiences of being graded? How do media pupils describe the impact of the grading on their self image? My informants are studying at 3rd grade at a media orientation on an esthetical program. With them I do interviews where they reflect on being graded in media esthetical subjects. This essay uses ethnographical methods based on interviews and discourse as an analytical tool and theory. My aim is to understand how grading impacts on my informants’ life and how it finally works in a bigger social context. The study showed that the teachers have an influential role when it comes to how the pupils feel after the grading situation. The result in the investigation shows that it is difficult to define what a "fair grading" really implies and that it is individual how the pupil understands the communication with the teacher. In that way you can see that the communication between the teacher and the pupil is the core in how the grading is being brought up. It demands professionally skilled teachers that are clear with the requirements of knowledge and that conversations with the pupils are being held in a constructive way. To sum up, this calls for research within this subject and resources on a political level. My interpretation is a prolongation of my ethnographical investigation. There the pupils studying on different esthetical orientations – music, media, florist, musical and theatre, are discussing with each other about what they think about being graded in an esthetical subject and generally what they think about grading. This resulted in a number of portrait photographs later being exhibited on the spring exhibition at Konstfack in 2014.